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dc.contributor.authorAlsdorf, Olivia
dc.date.accessioned2023-08-07T16:21:58Z
dc.date.available2023-08-07T16:21:58Z
dc.date.issued2023-08-04
dc.identifier.urihttp://hdl.handle.net/20.500.12648/11096
dc.description.abstractEnglish Speakers of Other Languages (ESOL) teachers are tasked with the responsibility to help English Language Learners (ELLs) achieve proficiency in the English language as well as be successful in mainstream classrooms. To do so, ESOL teachers need to be able to collaborate effectively with mainstream teachers in order to provide linguistic and academic support. However, ESOL and mainstream teachers face many barriers to successfully and effectively collaborating, including lack of time and scheduling inconsistencies, pedagogical identity, as well as classroom control and the unclear roles of ESOL teachers. The literature demonstrates these barriers can be circumvented through providing ESOL and mainstream teachers with the time and space to effectively communicate and work collaboratively, and provide ample, high-quality professional development (PD) opportunities and resources teachers can implement in their classrooms. To address these issues, an initial two-hour PD opportunity is proposed to teach the instructional staff at Peru Central School District (CSD) about the benefits of collaborating with ESOL teachers and how to do so effectively through the use of technological tools when time and scheduling does not permit. Recommendations for further research and improvement include continued and required monthly PD on ELL instructional strategies, and time built into teachers’ schedules to allow for ample collaboration.en_US
dc.language.isoen_USen_US
dc.publisherSUNY Brockport, Department of Education and Human Developmenten_US
dc.subjectEnglish to speakers of other languages teachersen_US
dc.subjectMainstream teachersen_US
dc.subjectEnglish language learnersen_US
dc.subjectCollaborationen_US
dc.subjectProfessional developmenten_US
dc.titleWorking in Tandem: Maximizing Support for English Language Learners Through ESOL and Classroom Teacheren_US
dc.typeCapstone Projecten_US
dc.description.versionAMen_US
refterms.dateFOA2023-08-07T16:21:58Z
dc.description.institutionSUNY Brockporten_US
dc.description.departmentDepartment of Education and Human Developmenten_US
dc.description.degreelevelMSen_US
dc.description.advisorAltalouli, Mahmoud
dc.accessibility.statementThis publication has been checked against freely available accessibility tools and deemed accessible. Should you have a problem accessing it, please email archives@brockport.edu for assistance.en_US
dc.description.majorMaster of Science in Education in TESOLen_US


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